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Priciple nd techniques of interview
Role playing in therapy thererty
Priciple nd techniques of interview
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In this second session with the volunteer client, I struggled more than in the first tape to implement trauma interventions because she was role playing instead of speaking about a personal experience. It was particularly difficult to walk her through the traumatic memory, and help her remember the thoughts about herself she had in those moments, as well as the emotions she was experiencing as she seemed to struggle somewhat with picturing how the real victim might have felt about herself in those moments. I found myself feeling anxious and frustrated as I was hoping she will give me a little information to work with while discussing the memory we chose to reconstruct during this session.
Interventions and Rationale
After learning in
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In these moments, I wanted to address her thoughts and self-perceptions to assess for irrational and destructive beliefs about herself in order to eventually help her see herself differently. In these moments, I was using encouragers to encourage her to continue talking and I normalized her avoidance (minute 20:45) as self-protection. As she was talking about making stupid choices, I heard myself saying “okay” a few times. I should have used different encouragers here, because in some of the places I had said “okay” it could be perceived that I am agreeing with her comments and that was not my intention in the moment. I notice that I often say “okay,” as someone is finishing up talking before I formulate my response. In those moments, I was starting to look an opportunity to start normalizing that as a teenager, while I do not condone her actions of getting drunk and high and those were indeed poor choices, what she was doing was not out of the ordinary, and it absolutely did not mean that someone was justified in taking advantage of her. Then, around minute 26:19, I asked whether it was from others that she heard that she made stupid choices, with the intention of addressing some the damaging responses that the victim often is exposed to following abuse, which the victim usually ends up internalizing and believing these messages. At minute 27:28, I should have stayed with what she said about how it was easier for others to focus on what she “did wrong,” and address that what she needed in those moments was just the opposite, for people to be on her side, and give her a
Together, therapist and patient examine not only a situation that the client was involved in, but also the client’s experience of the event. This is done in the relational context of the therapeutic relationship, allowing experiences to evolve and for deepening and articulation to cause change.
Vicarious trauma focuses on the cognitive schemas or core beliefs of the therapist and the way in which these may change as a result of empathic engagement with the client and exposure to the traumatic imagery presented by clients. This may cause a disruption in the therapist 's view
In addition, some argue that the recovery of repressed memories during psychotherapy might be a result of suggestive practices employed by the therapist (Madill & Holch, 2004). This has raised questions among scholars who have suggested that the creation of false memories is plausible, especially if repressed memories have been recovered in therapy where suggestive techniques, such as hypnosis, have been used by the therapist in treatment. Ms. Jaynor stated that after experiencing symptoms of depression and low self-esteem, she decided to seek help and started therapy to treat her symptoms. Ms. Jaynor mentioned to therapist Janet Balderston that she did not recall any traumatic experiences as a child. Memories of her childhood were not clear but she remembered it as being average, neither terrible nor extremely happy. Ms. Jaynor’s therapist suggested hypnosis and dream interpretation as part of treatment since Cindy’s description of her childhood was typical of a person who suffered from
Regardless of how a child acts towards their parents, all that matters in the end is their unconditional love for them. However, the time it takes for them to express their gratitude will depend on each child. In the novel The Namesake, Jhumpa Lahiri demonstrates this, describing the life of a young boy named Gogol and his continually progressing relationship with his mother. It demonstrates that a child is unable to view his or her parents as a human being until the parent figure experiences a traumatic event that allows the child to empathize with their parents.
Deblinger, McCleer, & Henry (1990) demonstrated that trauma focused CBT which included anxiety management components (e.g. coping skills training and joint work with parents) which children aged 3 to 16 were effective in reducing the symptoms of PTSD because the client was able to externalize their symptoms rather than keeping them inside. Components of CBT include psychoeducation, activity scheduling/reclaiming life, imaginal reliving (including writing and drawing techniques), cognitive restructuring followed by integration of restructuring into reliving, revisiting the site of the trauma, stimulus discrimination with respect to traumatic reminders, direct work with nightmares, image transformation techniques; behavioral experiments, and work with parents at all stages ( Yule, Smith, & Perrin,
Have you ever been an eyewitness at the scene of a crime? If you were, do you think that you would be able to accurately describe, in precise detail, everything that happened and remember distinct features of the suspect? Many people believe that yes they would be able to remember anything from the events that would happen and the different features of the suspect. Some people, in fact, are so sure of themselves after witnessing an event such as this that they are able to testify that what they think they saw was indeed what they saw. However, using an eyewitness as a source of evidence can be risky and is rarely 100% accurate. This can be proven by the theory of the possibility of false memory formation and the question of whether or not a memory can lie.
Precious’ mother and father were extremely abusive towards her and now at the age of sixteen, it’s Precious’ best interest not to interact with either parent. Precious’ mother blamed Precious for the sexual abuse she experienced and one may assume that during a session she would express her thoughts. This exchange can cause a regression in treatment success and can produce negative outcomes of the treatment (Yasinski et al., 2016). TF-CBT explains that treatment can be just as successful with or without parent involvement. Due to the severity of Precious’ trauma, it has become difficult for her to open up to new people. It can extremely difficult for an individual to be put in a situation that forces them to actively think about their traumatic experience, causing them to retract from going to session and completing the therapy (Pukay-Martin, Torbit, Landy, Macdonald, & Monson, 2017). I think that the fact that TF-CBT includes many sessions, Precious will have time to build rapport with her clinician instead of just jumping right into discussing and reliving everything she went through. This treatment will not only benefit Precious but it will also help her children. A component of this treatment is teaching parent skills. Precious was never taught how to be a good mother; she did not have a good example of what parents
Kowalski, M.(1998, December). Applying the "two schools of thought" doctrine to the repressed memory controversy. The Journal of Legal Medicine. Retrieved September 14, 2000 from Lexis-Nexis database (Academic Universe) on the World Wide Web: http://www.lexis-nexis.com/universe
1.1 Demonstrate awareness of the impact of vicarious trauma on one’s own practice with families and other population
In the past there was a vast gray area between the time and the substance of an alleged childhood sexual abuse and the subsequent recollection of that abuse. With the intense focus by psychiatric community and the criminal justice system to ascertain the truth, the grey lines are becoming more black and white. With the reliance more on scientific methodology and better methods of achieving memory recall there is less reason for jurors to question whether abuse occurred or not.
Repressed vs. false memories has been a critical debate in criminal cases and daily life problems. Throughout the years many people has claimed to recover repressed memories with the simplest triggers varying from a gaze to hypnosis. However, a large number of repressed memories claimed are considered as false memories because the images were induced through hypnosis and recalled during a therapy sesion. In the film “divided memories” the main intention was to inform the audience the importance of repressed memories and how those memories can change the lives of the people involved, whether the memory was considered repressed or false. It shows different cases of women being victims of sexual abuse in childhood and how they had those memories repressed. Additionally, the film
McCann, I. L., & Pearlman, L. A. (1990). Vicarious traumatization: A framework for understanding the psychological effects of working with victims. Journal of traumatic stress, 3(1), 131-149.
“26% of U.S. children will experience a traumatic event before they reach the age of four. More than 66% of U.S. children will experience a traumatic event by the time they reach the age of sixteen.” Many people believe that trauma is an experience when in reality trauma is a response, as for complex trauma, complex trauma is the effect of multiple long-term events. Many people do not think about how complex trauma effects a child in the classroom, but if a child is starving, or moving from home to home, or in a situation of abuse, there is a good chance that their spelling words and math facts are not going to be the first thing on their minds during the day.
Trauma is a psychological reaction to sudden traumatic events and overwhelming issues from outside. Additionally, the exposure to activities that are outside the human’s normal experiences. Traumatic events become external and incorporate into the mind (Bloom, 1999, p. 2). Traumatization happens when the internal and external forces do not appropriately cope with the external threat. Furthermore, trauma causes problems because the client’s mind and body react in a different way and their response to social groups. The symptoms of trauma relate to irritability, intrusive thoughts, panic and anxiety, dissociation and trance-like states, and self-injurious behaviors (Bloom, 1999, p. 2). Childhood trauma happens when they live in fear for the lives of someone they love (Bloom, 1999, p. 2). Judith Herman’s trauma theory states that the idea of repressed memories relates to unconscious behavior. These repressed behaviors include those inhibited behaviors relate to memories of childhood abuse. From McNally’s point of view memories of trauma cannot be repressed especially those that are more violent (Suleiman, 2008, p. 279). In addition, one of the theories used to dealing with trauma includes the coping theory. With situations, people tend to use problem-solving and emotion-focused coping. Emotion-focused coping happens when people are dealing with stressors. When the stressors become more
Purpose: The purpose of this session was to set a framework for group members to realize that there are different stages of grieving and that the process can be complicated. Furthermore, during the session, it is hoped that they will also come to recognize that no two persons share the same path when grieving. However, there is still a common experience that some people share, which is the loss which can lead to feelings of low self-esteem. ‘This will be done through Impact therapy where they will be encouraged to be active, thinking, seeing and experiencing during the session activities’ (Jacobs Ed, Schimmel J. Christine 2013). Theme: